Progressa: Journal of Islamic Religious Instruction <p style="text-align: justify;">Progressa, a periodic scientific publication since 2017 published 2 (two) times a year using a peer-reviewed system in article selection. Scientific work on research results, surveys, and literature review closely related to the field of Islamic religious education viewed from various perspectives: Development of Education, Educational Psychology, Education, Sociology of Education, Religion, interreligious relations (Pluralism) or comparative studies of Islamic Education</p> Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto en-US Progressa: Journal of Islamic Religious Instruction 2579-9665 Historia Dilemma Pendidikan Islam: Mengutamakan Kesalehan dan Moral atau Prestasi Akademik atau Integrasi Keduanya dalam Pembelajaran yang Berpusat pada Siswa <p style="text-align: justify;">The purpose of this article is to examine historically the dilemma of Islamic Education in practice prioritizing piety and morals or academic achievement or the integration of both and whether student-centered learning comes from the concept of Islam. The results of the discussion concluded that the progress and decline of Islamic education along with political and other developments in each era of large-scale gradations began the attack of the orientalist era of Al Ghozali, external invasion had attacked the heart of Islam which began from the continuous 11th and 12th crusades and Mongol invasion during the 13th century, and afterwards, Islamic education underwent several transformations in its main characteristics even though it was slowed down by the issue of taqlid. The point is the combination of the deadly taqlid invasion and foreign attacks significantly dims the prominence of Islam in the artistic and scientific world. Between the emergence of the appearance of Islamic thinkers and their relationship with the rulers of their time, differences must be made between Madrasahs and Maktab because both are related to Islamic education. Islam regards science as another form of worship and that humans must be close to Allah. Science studies are expected to strengthen faith: "Muslim educators unanimously agree that the purpose of education is not to cram students' minds with facts alone, but more important is to prepare them for a pure and sincere life". In the Muslim world, regardless of differences in religious doctrine, the curriculum is ideally the same, regardless of the composition of race, language or school. The curriculum in the Maktab is centered on the Quran. Student piety and moral behavior are considered as important as student academic achievement in Islam. The consensus of Islamic education holds the idea that a teacher must persuade students to be brighter than dictate or force - the teacher assures students of the truth. Along with instilling students with his knowledge he must be an example of a model of behavior, because washing, cheating and corruption are not considered as professions in Islam. A teacher must be an example of the religious values ​​expected by students. This opens the way for developing Students' intelligence and personality in the right direction. From this study, it has historically proven that Islamic education is student-centered education</p> Syu'aib Nawawi Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction 2019-05-27 2019-05-27 3 1 1 8 10.32616/pgr.v3.1.159.1-8 Pengembangan Profesional Awal Guru Pendidikan Agama Islam dan Strategi untuk Melanjutkan Pengembangannya <p style="text-align: justify;">Teaching is lifelong learning. Turning on all the time, new and old teachers, beginners or professionals will still grapple with how to improve many aspects of teaching, each year demanded to show more improvement. Every idea considers continuing professional development throughout your career. This article examines the following questions: 1. How to start assessing a teacher's professional skills? 2. Do teachers need to understand the standards used by others to assess their professional skills? 3. What model is used to describe the teacher's journey from 'beginner' to 'expert'? 4. How do expert teachers assess themselves and how do they overcome and adapt to change? 5. How can teachers collaborate to make structured observations of their work, as required by the assessment requirements? The results of the discussion concluded: 1) The complexity of assessment that binds teachers and schools continues to increase because assessment is used for various purposes in different contexts; 2) Interstate New Teacher Assessment and Support Consortium (InTASC) was formed to create "compatible with institutions" standards that can be reviewed by professional organizations and state institutions as a basis for licensing beginner teachers. The InTASC standard (Miller, 1992) is written as 10 principles, which are then further explained in terms of teacher knowledge, disposition, and performance; 3) There are many different theories describing the journey of preparation for beginner teachers to become professionals, this requires time, effort, and support and finally changes follow the predictable stages of development; 4) Teachers with high levels of expertise can observe and adapt their own actions. To do this, they must be in harmony with the feelings and behavior of children and pay attention to what children do and say, rather than focusing primarily on themselves, otherwise they do not equate judgment with testing. they take into account test scores, but their judgments are transient and are based on a much broader bank of evidence, specifically that progress over absolute scores and children's knowledge and context; 5) Teachers rarely can be authentic and accurate participant observers because of the inherent differences in their roles, but student / teacher collaborators have a unique perspective on insiders and outsiders, colleagues and observers, class members involved and critical collaborators</p> Happy Ikmal Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction 2019-05-27 2019-05-27 3 1 35 44 10.32616/pgr.v3.1.160.35-44 Hubungan Antara Tipe Kepemimpinan Kepala Sekolah dengan Semangat Kerja Guru di UPT SMP Negeri 7 Kota Mojokerto Tahun Pelajaran 2016/2017 <p style="text-align: justify;">The effectiveness of PBM can be determined by the number of factors ranging from climate, infrastructure, human resources and so forth. But people tend to think that the effectiveness of PBM is more determined by the learning climate. Even for capitalists the quality of PBm is more determined by the availability of educational facilities. The objectives of this study are: 1) To find out the leadership model applied by the Head of SMP Negeri 7 Kota Mojokerto.2) To find out the teacher's work spirit in SMP Negeri 7 Kota Mojokerto.3) To find out how far the relationship between the Principal's leadership model and morale teacher at SMP Negeri 7 Kota Mojokerto. This study uses quantitative research with analysis of product moment from Pearson and simple linear regression. The population in this study were 55 people and all of them were used as research samples, so that they were called saturated samples. From the results of the analysis it was concluded that: 1) The leadership model applied by the Head of Mojokerto City Middle School 7 was very good with an average score of 95.09%. 2) The work spirit of teachers in SMP Negeri 7 Kota Mojokerto is very high with an average of 94.36%. 3) There is a strong relationship between the Principal Type of School Leadership and Teacher's Spirit of Work in the 7th grade of Mojokerto City 2011/20112 Academic Year with the regression equation Y = - 7,471 X + 0.428 K + € and based on the test of the leadership of the headmaster teacher work is 62.8% while the remaining 37.2% is influenced by other factors</p> Muhammad Muhajir Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction 2019-05-28 2019-05-28 3 1 45 52 Mengintegrasikan Pendidikan Akademik dan Pelatihan Kerja Menuju Kesiapan Kerja Lulusan Program Studi Pendidikan Agama Islam STIT Raden Wijaya Mojokerto Menyongsong Era Industri 4.0 <p style="text-align: justify;">The heated discussion and debate about university disruptions triggered by the recent Jim Clifton article, "University: The Impending Disruption" in social media outlines questions and concerns about the future role of higher education in supplying industrial labor in the world. The trigger is Google and Ernst &amp; Young ads will pay anyone who is able to work with him without having to have a diploma, including a diploma from a university. It's like lightning in broad daylight, surprising and reaching a position that has been enjoyed by universities in the world which in fact are suppliers of expertise, results of research, and thoughts needed by the industrial world. however, it seems that it has been canceled by Google and Ernst &amp; Young, which soon followed other giant global companies. The college death bell was stretched by two giant companies, following an article written by Terry Eagleton, entitled "University Slow Death". Then the question is how does the STIT Islamic Education Study Program Raden Wijaya Mojokerto integrate academic education and job training towards graduate work readiness to meet the Industrial Age 4.0 ?. The results of the discussion concluded: The STIT Raden Wijaya Mojokerto Islamic Education Study Program in integrating academic education and job training towards graduate work readiness to meet the Industrial Age 4.0 must integrate the following dual tracks: 1) make alumni achieve professional talent from three qualification levels (skilled, expert and degree) because every job needs to learn practices that are embedded in a dual structure of education and training programs which essentially understand theory and master practice. Therefore, the content of practice needs to regulate the elements of training in each subject; 2) To obtain the ability to complete professional assignments fully expressed more precisely by the idea of ​​holistic problem solving by playing an objective situation scenario for students competing with each other in high functionality and low cost.</p> Achmad Padi Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction 2019-05-28 2019-05-28 3 1 53 58 10.32616/pgr.v3.1.163.53-58 Mereproduksi Inti Model Pembelajaran di Madrasah Suatu Pembersihan dari Konsep Liberalisasi Pendidikan Islam abad ke-21 <p style="text-align: justify;">Modern academic trends towards specialties that see 'education' as a separate study area and limit the study of Islamic education, both for theological research, historiological narratives, or research on social injustice, such generalizations are problematic at the level of difficulty faced, when talking about 'face of civilization' in education, even though the accuracy of such generalizations is questionable, but they still exist as useful types of ideal education that are forged in a (unique) worldview, and in this sense we accept the term 'Islamic education,' although in practice, everything is different, most madrassas are like ordinary business, For many of them controlling the madrasa is only a means of advancing personal, material, and political interests, where they are willing to use 'any acceptable and unacceptable way'. The question of this article is how to reproduce the core core model of learning in the madrasa, a purge of the concept of liberalization of 21st century Islamic education ?. From the results of the discussion it was concluded: 1) modern educators who studied Islamic education initially experienced difficulties and differentiation that seemed tiring, becoming a meaningful and dynamic whole in the madrasa's daily routine, the teachers helped students "manifest" the Qur'an in their hearts with confidence that it leads us to properly understand the spirit of its messages, which in turn will guide them in every aspect of their lives. 2) the curriculum in the Qur'an follows a holistic approach that contrasts with a banking system in which educators store information into students' memories for safekeeping. Learning takes place through the interaction between students and the environment in a democratic and integral class that continues to reflect themselves and the world, building authentic forms of thought and action. 3) People can choose the field of study they want in accordance with the needs or demands of the market, but seeking knowledge is a basic mandate in the curriculum with a Qur'anic background</p> Hasan HA Buro Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction 2019-05-28 2019-05-28 3 1 59 64 10.32616/pgr.v3.1.164.59-64 Keterampilan Berpikir yang Dibangun dalam Pengajaran di Perguruan Tinggi Islam: Survey di STIT Raden Wijaya Mojokerto <p style="text-align: justify;">Education must consist of more than an accumulation of unreasonable facts and skills, and that modern society demands a highly developed critical awareness to overcome its increasing complexity. The purpose of teaching a subject is to teach the contents of the subject, not to teach thinking. We are all students in elementary and secondary schools. How long does our teacher offer for teaching thought? The purpose of this study is to describe and analyze the thinking skills that are built in teaching in Islamic universities: survey at STIT Raden Wijaya Mojokerto. from the results of the analysis concluded: Teaching at Islamic universities (STIT Raden Wijaya Mojokerto) skills built by lecturers is 75% based on LOTS-Lower Order Thinking Skill. And 25% are based on HOTS-Higher Order Thinking Skill</p> Hariris Nur Cahyo Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction 2019-05-28 2019-05-28 3 1 65 70 10.32616/pgr.v3.1.165.65-70 Perguraun Tinggi dalam Mempersiapkan Keterampilan Non-Teknis Mahasiswa di Era Revolusi Industri 4.0 <p style="text-align: justify;">Education in thisali era of digital disturbances cannot predict what will happen to future graduates who are preparing for new positions and professions that will emerge, driven not only by the fourth industrial revolution, but also by non-technological factors such as demographic pressure , geopolitical change, and social and cultural norms that occur through the discovery of new functions, and the mobility of people through reflecting new roles by digital technology is not an ordinary labor or ordinary capital ; but people who can create new ideas and innovations. The purpose of this paper is to describe the non-technical skills of Islamic religious teachers prepared in the era of industrial revolution 4.0. 1) Non-technical skills are known as the main attributes for graduates to be employed, for this reason the university is creating a sustainable pathway to develop leadership to create a vision that is in line with the needs of college stakeholders that include lectures that combine great opportunities and practices, such as practice-based final assignments that are integrated into lectures from the beginning of the program and new mentoring components were designed based on professional knowledge. 2) Non-technical skills that are capable of being accepted in the Industrial 4.0 era must at least contain Knowledge Work elements that have a role to mediate knowledge worker productivity between process management (knowledge generation, knowledge sharing, and knowledge applications) and innovation . 3) The second non-technical skill is Thinking Tools to develop optimal solutions to technical problems that depend on structured and complex thinking, technology design and programming, critical thinking and analysis and system analysis and evaluation capabilities. 4) The dynamic non-technical skills of a learning research consists of originality and creativity initiatives, ability to solve problem solving and reasoning, problem solving and ideas. 5) The fourth non-technical skill is Digital Lifestyle in Leadership and social influence.</p> Mohammad Rodli Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction 2019-05-28 2019-05-28 3 1 71 76 10.32616/pgr.v3.1.166.71-76